TY - JOUR

T1 - The need for transnational networks and transdisciplinary education for sustainable development in UNESCO Biosphere Reserves in the Global South

AU - Matias, Denise Margaret

AU - Kone, Mukona

AU - Karim, Paulina G.

AU - San Jose, Diana

AU - Mariano, Bryan Joel

AU - Ortiz, Andrea Monica

AU - Dubey, Pradeep K.

AU - Garcia, Gino

N1 - Publisher Copyright: © 2025 The Authors

PY - 2025/8

Y1 - 2025/8

N2 - As learning sites for sustainable development, United Nations Educational, Scientific, and Cultural Organization (UNESCO) Biosphere Reserves (BRs) are unique sites that promote human–nature interactions in biodiversity conservation. BRs are part of a World Network of BRs, which provide opportunities for transnational collaborations. With the 50th anniversary of UNESCO's Man and Biosphere Programme, we systematically analyzed literature on BRs in the Global South and assessed whether transnational connections emerged from the network especially in fulfilling the shared goal of being learning sites for sustainable development. We found little evidence of transnational networking between BRs in the Global South. While there are nonformal environmental education initiatives in BRs, there is a lack of reported transdisciplinary approaches and formal education about BRs in BRs. Furthermore, Indigenous and local knowledge (ILK) is rarely integrated into initiatives. Equitable and inclusive partnerships, integration of ILK, and co-production of knowledge could be enabling factors for transdisciplinary education.

AB - As learning sites for sustainable development, United Nations Educational, Scientific, and Cultural Organization (UNESCO) Biosphere Reserves (BRs) are unique sites that promote human–nature interactions in biodiversity conservation. BRs are part of a World Network of BRs, which provide opportunities for transnational collaborations. With the 50th anniversary of UNESCO's Man and Biosphere Programme, we systematically analyzed literature on BRs in the Global South and assessed whether transnational connections emerged from the network especially in fulfilling the shared goal of being learning sites for sustainable development. We found little evidence of transnational networking between BRs in the Global South. While there are nonformal environmental education initiatives in BRs, there is a lack of reported transdisciplinary approaches and formal education about BRs in BRs. Furthermore, Indigenous and local knowledge (ILK) is rarely integrated into initiatives. Equitable and inclusive partnerships, integration of ILK, and co-production of knowledge could be enabling factors for transdisciplinary education.

KW - Sustainability education

KW - Sustainability sciences, Communication

UR - http://www.scopus.com/inward/record.url?scp=105009747362&partnerID=8YFLogxK

U2 - 10.1016/j.cosust.2025.101553

DO - 10.1016/j.cosust.2025.101553

M3 - Scientific review articles

AN - SCOPUS:105009747362

VL - 75

JO - Current Opinion in Environmental Sustainability

JF - Current Opinion in Environmental Sustainability

SN - 1877-3435

M1 - 101553

ER -